Timothy V. Rasinski , Ph.D. Professor

School of Teaching, Learning and Curriculum Studies 401 White Hall Kent Campus

(330)672-0649 trasinsk@kent.edu

Education

The Ohio State University - Ph.D. 1985 Major: Reading, Language Arts, and Children Minor: Curriculum

Dissertation: A study of factors involved in reader-text interactions that contribute to fluency in reading. GPA: 3.97 University of Nebraska at Omaha - M.S. 1979 Major: Remedial Reading/Special Education Minor: Learning Disabilities Education GPA: 4.00 University of Nebraska at Omaha - B.S. 1976 Major: Elementary Education GPA: 4.00 University of Akron - B.S. 1972 Major: Economics

Higher Education Work Experience

Professor of Curriculum and Instruction 1988 - Present Kent State University Responsibilities: Teach graduate and undergraduate level reading courses designed for classroom teachers; supervise field-related experiences; advise graduate students; design, conduct, and report educational research. Affiliated faculty for the Ohio Literacy Resource Center. Member, Graduate Faculty Assistant Professor of Reading Education 1985 - 1988 University of Georgia Assistant Professor of Reading Education, University of Georgia

Awards

International Award

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2012 Brock Prize: Brock International Prize Finalist for the Brock International Prize in Education 2010 International Reading Hall of Fame: International Reading Association Elected to Membership 2010 Literacy Leader Award: International Reading Association 1987 Elva Knight Research Award: International Reading Association Recipient of the Elva Knight Research Award and Grant, International Reading Association, 1987 . University Award 1997 Distinguished Alumnus: University of Nebraska at Omaha Distinguished Alumnus, University of Nebraska at Omaha, 1997. College Award 2009 Outstanding Alumni: Univ of Nebraska Alumni Foundation For Outstanding Contributions to Education 2006 Laureate Award: College Reading Association Recipient of the Laureate Award by the College Reading Association for lifetime contributions to the field of literacy education, 2006 1998. Ohio Department of Education. "Ohio's Best" Award for direction of KSU Reading Clinic. 1998 Journal of Reading Education. Best Article Best Article --Award by the Journal of Reading Education for an article on an innovative approach to the teaching of a literacy seminar course at the graduate level. 1996 A.B. Herr Award: College Reading Association Recipient of the A.B. Herr Award by the College Reading Association for scholarly contributions to the field of literacy education, 1996. 1995 Distinguished Alumni Scholar: Ohio State University 1986 Outstanding Dissertation Award: College Reading Association Recipient of the Outstanding Dissertation Award, College Reading Association 1985 Outstanding Dissertation Award: Association of American Publishers Recipient of the Outstanding Dissertation Award, Association of American Publishers.

Courses

WKSP:READING INSTITUTE - C&I 50093

Enrollment: 2 Credit Hours: 1

2

Summary of Course

2002-2005. Follow up workshop to the KSU Reading Conference WKSP: FROM PHONICS TO FLUENCY - C&I 50093

Credit Hours: 1 Summary of Course

2004-2006. Effective teaching of key critical literacy components -- phonics and fluency

WKSP:FOUR BLOCKS - C&I 50093

Credit Hours: 1 Summary of Course

2000-2004. In-depth study of a novel approach to literacy education. INTEGRATE LANG ART INSTR - C&I 67311/77311 Summary of Course

Studies of language arts instruction that is integrated throughout the school curriculum and home.

WKSP: GREAT READING (B) - CI 50093 Summary of Course

2000-2009. Follow up workshop to the KSU Reading Conference.

CLINICAL PRACTICUM IN READING INTERVENTION - C&I 67323/77323

Credit Hours: 4 Summary of Course

1989-2016. In this course students provide clinical and supervised tutoring to students in grades 1-12 who are experiencing difficulty in reading. Course students (Clinicians) pre and posttest students and write case reports on all students they tutor.

EFFECTIVE TEACHING OF PHONICS - MCED 4005/50005

Credit Hours: 3 Summary of Course

3

2000-2016. This course explores the effective teaching of phonics and related key elements of phonics (vocabulary, phonemic awareness, reading fluency) as they impact children's reading development.

DIAGNOSIS AND REMEDIATION IN READING - C&I 67319/77319

Credit Hours: 3 Summary of Course

Taught 1988- 2016. This course the nature, diagnosis and correction of reading problems in students. Students engage in the assessment and diagnosis of children with reading problems, analyze the test data, and write case reports detailing the nature of the reading problem and strategies for correcting the identified problems.

THRY&PRCT IN TCHG RDNG - C&I 67310/77310 2000 Credit Hours: 3

Summary of Course

2000-2001. Graduate level introductory course into literacy education. SEM: READING & LANGUAGE - C&I 87342 Spring 2000 Enrollment: 10 Credit Hours: 3 WKSP: READ WRITE (B) - C&I 50093 Spring 2003 Enrollment: 12 Credit Hours: 1 WKSP: BALANCED LITERACY - C&I 50093 2005 Credit Hours: 1

Summary of Course

2004-2008. Explorations of literacy instruction that is balanced in terms of content and direction.

DOCTORAL SEMINAR IN READING RESEARCH - CI 87398 Fall 2014 Credit Hours: 3

Summary of Course

Collaborative exploration or research and collaborative research study in literacy education.

Dissertation Advisement

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Savitz, Rachelle, The Role of Reading Coaches in the Secondary Grades, Committee member, Fall 2016 Nageldinger, James, The Impact of Theater on Students' Reading Development, Co-director, Fall 2010 - Summer 2014 Parker, Emily, Assessing the impact of the reading intervention Language! on state reading proficiency scores for secondary students with disabilities, Committee member, Spring 2008 - Spring 2009 Niles, Karen, Literacy Under Construction: A Longitudinal Case Study of a Struggling Reader, Co-director, 2001 Lenhart, Lisa A., Do You Want Me to Read To You? A Case Study Of Sibling Interactions During Literacy Events, Co-director, 2000 Hermsmeyer, Kathleen, Training Low-Income Parents Of First Grade Students In Paired Reading: The Effects On Reading Fluency and Attitudes Toward Reading And School, Committee member, 1999 Loudin, Maureen F., The Role Of The Family In The Literacy Development Of Four First Graders From Low Income Homes Who Are Succeeding in Early Literacy, Director, 1998 Pierce, Lori, Repeated Readings in Poetry Versus Prose: Fluency and Enjoyment for Second-graders, Committee member, Fall 2012 Huffman, Celia, Student Interactions With CD-ROM Storybooks: A Look At Potential Relationships Between Multiple Intelligence Strengths and Levels of Interaction, Co-director, Summer 2011 Moyer, Rodney, Fluency Among Middle Grade Special Education Students, Committee member, Spring 2011 Oldrieve, Richard, Teaching at-risk kindergartners and first graders the alphabetic principal through Small Leap Spelling., Chair, Spring 2005 Linek, Wayne, Professional Development in Reading Education, Co-director, Spring 1993

Publications

Books Authored

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Rasinski, T., & Smith, M. (under contract). The Mega Book for Fluency. New York, NY: Scholastic. Rasinski, T., Zutell, J., & Smith, M. (in press). Go Figure: Teaching Figurative Language, Grades 5-8. Huntington Beach, CA: Teacher Created Materials. Rasinski, T., Zutell, J., & Smith, M. (in press). Go Figure: Teaching Figurative Language, Grades 3-4. Huntington Beach, CA: Teacher Created Materials. Rasinski, T., & Harrison, D. (2016). Rhymes for the Times: Literacy Strategies through Social Studies. Huntington Beach, CA: Teacher Created Materials. Young, C., & Rasinski, T. (2016). Tiered Fluency Instruction. Minneapolis, MN: Capstone Publishing. Rasinski, T., Brothers, K. , & Fawcett, G. (2015). Rhythm & Rhyme Literacy Time, Level 3 (Getting to the Core of Poetry). Huntington Beach, CA: Shell Education. Rasinski, T., Brothers, K. , & Fawcett, G. (2015). Rhythm & Rhyme Literacy Time, Level 2 (Getting to the Core of Poetry). Huntington Beach, CA: Shell Education. Rasinski, T., Brothers, K. , & Fawcett, G. (2015). Rhythm & Rhyme Literacy Time, Level 1 (Getting to the Core of Poetry). Huntington Beach, CA: Shell Education. Rasinski, T., Brothers, K. , & Fawcett, G. (2015). Rhythm & Rhyme Literacy Time, Level K (Getting to the Core of Poetry). Huntington Beach, CA: Shell Education. Rasinski, T., & Nageldinger, J. (2015). The Fluency Factor. New York: Teachers College Press. McLaughlin, M., & Rasinski, T. (2015). Struggling Readers: Engaging and Teaching in Grades 3-8. Newark, DE: International Literacy Association. Ellery, V., Ozkus, L., & Rasinski, T. (2015). Literacy Strong All Year Long, K-2. Newark, DE: International Literacy Association. Ozkus, L., & Rasinski, T. (2015). Close Reading with Paired Texts, Level 6. Huntington Beach. CA: Teacher Created Materials. Ozkus, L., & Rasinski, T. (2015). Close Reading with Paired Texts, Level 5. Huntington Beach. CA: Teacher Created Materials. Ozkus, L., & Rasinski, T. (2015). Close Reading with Paired Texts, Level 4. Huntington Beach. CA: Teacher Created Materials. Ozkus, L., & Rasinski, T. (2015). Close Reading with Paired Texts, Level 3. Huntington Beach. CA: Teacher Created Materials. Ozkus, L., & Rasinski, T. (2015). Close Reading with Paired Texts, Level 2. Huntington Beach. CA: Teacher Created Materials. Ozkus, L., & Rasinski, T. (2015). Close Reading with Paired Texts, Level 1. Huntington Beach. CA: Teacher Created Materials. Ozkus, L., & Rasinski, T. (2015). Close Reading with Paired Texts, Level

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K. Huntington Beach. CA: Teacher Created Materials. Akyol, H., Yıldırım, K., Ateş, S., Çetinkaya, Ç., & Rasinski, T. (2014). Okumayı değerlendirme: Öğretmenler için kolay ve pratik bir yol. Ankara: Pegem A Yayıncılık. (Translation from Turkish: Assessment of Reading. An easy and Practical way for Teachers.) Ankara: Pegem A Publishing. Rasinski, T., Padak, N., Newton, R., & Newton, E. (2014). Getting to the Roots of Content Vocabulary, Grade 5. Huntington Beach, CA: Shell Education. Rasinski, T., Padak, N., Newton, R., & Newton, E. (2014). Getting to the Roots of Content Vocabulary, Grade 4. Huntington Beach, CA: Shell Education. Rasinski, T., Padak, N., Newton, R., & Newton, E. (2014). Getting to the Roots of Content Vocabulary, Grade 3. Huntington Beach, CA: Shell Education. Rasinski, T., & Smith, M. (2014). Vocabulary Ladders: Understanding Word Nuances. Grade 6. Huntington Beach, CA: Shell Education. Rasinski, T., & Smith, M. (2014). Vocabulary Ladders: Understanding Word Nuances. Grade 5. Huntington Beach, CA: Shell Education. Rasinski, T., & Smith, M (2014). Vocabulary Ladders: Understanding Word Nuances. Grade 4. Huntington Beach, CA: Shell Education. Rasinski, T., & Smith, M. (2014). Vocabulary Ladders: Understanding Word Nuances. Grade 3. Huntington Beach, CA: Shell Education. Rasinski, T., & Smith, M. (2014). Vocabulary Ladders: Understanding Word Nuances. Grade 2. Huntington Beach, CA: Shell Education. Rasinski, T., Padak, N., Newton, E., & Newton, R. (2014). Getting to the Roots of Vocabulary in Mathematics. Huntington Beach, CA: Shell Educational Publishing. Rasinski, T., Padak, N., Newton, E., & Newton, R. (2014). Getting to the Roots of Vocabulary in Science. Huntington Beach, CA: Shell Educational Publishing. Rasinski, T., Padak, N., Newton, E., & Newton, R. (2014). Getting to the Roots of Vocabulary in Social Studies. Huntington Beach, CA: Shell Educational Publishing. Rasinski, T., Murphy, D., & Young, C. (2014). Teaching Texas History through Readers Theater. Huntington Beach, CA: Shell Education. Rasinski, T. V., & Padak, N. (2013). From Phonics to Fluency (third edition). Columbus, OH: Merrill/Prentice Hall. Rasinski, T., Padak, N., Newton, E., & Newton, R. (2013). Starting with Prefixes. Huntington Beach, CA: Shell Educational Publishing. Fawcett, G., Padak, N., & Rasinski, T. (2013). Evidence-Based Instruction in Reading: Family Involvement. New York, NY: Pearson. Rasinski, T., & Padak, N. (2013). From Phonics to Fluency (3rd ed). New York, NY Pearson.

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Rasinski, T. (2012). Daily Word Ladders, Grades K-1. New York, NY: Scholastic. Rasinski, T., Padak, N., Newton, R., & Newton, E. (2013). Practice with Prefixes. Huntington Beach, CA: Shell Education. Wisniewski, R., Padak, N., & Rasinski, T. (2011). Evidence-based Reading Instruction in Reading: Culturally Responsive Instruction. Boston: Pearson. Rasinski, T. & Zutell, J. (2010). Essential Strategies for Word Study. New York: Scholastic. Rasinski, T., Ackland, R., Fawcett, G., & Lems, K. (2010). The Fluent Reader in Action: Grades 1 through 4. New York: Scholastic. Rasinski, T., Fawcett, G., Lems, K., & Ackland, R. (2010). The Fluent Reader in Action: Grades 5 and Up. New York: Scholastic. Bagert, B., & Rasinski, T. (2010). The Poet and the Professor: Poems for Building Reading Skills. Grades 6-8 Huntington Beach, CA: Shell Educational Publishing. Bagert, B., & Rasinski, T. (2010). The Poet and the Professor: Poems for Building Reading Skills. Grade 5. Huntington Beach, CA: Shell Educational Publishing. Rasinski, T., Fawcett, G., & Brothers, K. (2009). Whisperphone Readers Theater Scripts. Minneapolis: Harebrain. Rasinski, T. (2010). The Fluent Reader (2nd Edition). New York: Scholastic. Bagert, B., & Rasinski, T. (2010). The Poet and the Professor: Poems for Building Reading Skills. Grade 4. Huntington Beach, CA: Shell Educational Publishing. Rasinski, T. V., & Griffith, L. (2010). Building Fluency Through Practice and Performance. Professional Development DVD and Guide. Huntington Beach, CA: Shell Educational Publishing. Rasinski, T., Padak, N., Newton, R., & Newton, E. (2010). Building Vocabulary, Grades 9-11. Huntington Beach, CA: Shell Education Rasinski, T., & Heym, R. (2010). Word Steps—Building, Spelling, and Knowing Academic Vocabulary. Huntington Beach, CA: Shell Educational Publishing. Rasinski, T., Padak, N., Newton, R., & Newton, E. (2010). Building Vocabulary from Word Families to Word Roots. Huntington Beach, CA: Shell Education. Rasinski, T., Padak, N., & Fawcett, G. (2009) Teaching Children Who Find Reading Difficult (Fourth edition). New York, NY: Pearson. Rasinski, T., Harrison, D. L, & Fawcett, G. (2009). Partner Poems for Building Fluency. New York: Scholastic. (30%) Rasinski, T., & Heym, R. (2008). Making and Writing Words - Word Families. Huntington Beach, CA: Teacher Created Materials. Rasinski, T. (2008). Daily Word Ladders, Grades 1-2. New York, NY: Scholastic.

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Rasinski, T. V., Padak, N., Newton, R., & Newton, E. (2008). Greek and Latin Roots: Key to Building Vocabulary. Huntington Beach, CA: Shell Educational Publishing. Rasinski, T. V. (2008). Understanding Idioms and Other English Expressions Grades 4-6 (Understanding Idioms and Other English Expressions). Huntington Beach, CA: Shell Educational Publishing. Rasinski, T. V. (2008). Understanding Idioms and Other English Expressions Grades 1-3 (Understanding Idioms and Other English Expressions). Huntington Beach, CA: Shell Educational Publishing. Brassell, D. & Rasinski, T. V. (2008). Comprehension That Works: Taking Students Beyond Ordinary Understanding to Deep Comprehension Grades K-6. Huntington Beach, CA: Shell Educational Publishing. Padak, N., & Rasinski, T. (2008). Fast Start Getting Ready to Read: A Research-Based, Send-Home Literacy Program (preK-Kindergarten). New York: Scholastic. Opitz, M. F., & Rasinski, T. V. (2008). Good-bye Round Robin: 25 Effective Oral Reading Strategies (Updated edition) . Portsmouth, NH: Heinemann. Mraz, M., Padak, N., & Rasinski, T. (2007). Evidence-based reading instruction: Phonemic awareness. New York: Pearson. Newton, E., Padak, N., & Rasinski, T. (2007). Evidence-based reading instruction: Vocabulary. New York: Pearson. Rasinski, T.,& Padak, N. (2007). Evidence-based reading instruction: Comprehension. New York: Pearson. Padak, N., & Rasinski, T. (2007). Evidence-based reading instruction: Fluency. New York: Pearson. Zimmerman, B., Padak, N., & Rasinski, T. (2007). Evidence-based reading instruction: Phonics. New York: Pearson. Tooms, A., Padak, N., & Rasinski, T. (2007). The Principal’s Guide to Effective Literacy Instruction. New York: Scholastic. Rasinski, T., & Heym, R. (2005). Making and Writing Words - Grades 1-2. Huntington Beach, CA: Teacher Created Materials. Rasinski, T., & Heym, R. (2005). Making and Writing Words - Grades 2-3. Huntington Beach, CA: Teacher Created Materials. Rasinski, T.V., & Padak, N. (2005). Effective Reading Strategies: Teaching Children Who Find Reading Difficult (third edition). Columbus, OH: Merrill/Prentice Hall. Rasinski, T. V. (2005). Daily Word Ladders: Lessons in Word Study: Grades 4-6. New York: Scholastic. Rasinski, T. V. (2005). Daily Word Ladders: Lessons in Word Study: Grades 2-3. New York: Scholastic.

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Rasinski, T. V.., & Padak, N. (2005). Three Minute Reading Assessments: Word Recognition, Fluency, and Comprehension for Grades 5-8. New York: Scholastic Rasinski, T. V.., & Padak, N. (2005). Three Minute Reading Assessments: Word Recognition, Fluency, and Comprehension for Grades 1-4. New York: Scholastic. Rasinski, T. V. (2004). Assessing Reading Fluency. Honolulu: Pacific Resources for Education and Learning. Rasinski, T. V. (2003). High Five Reading: Using High-Interest Nonfiction to Guide Struggling Readers. Bloomington, MN: Red Brick Learning. (Three levels authored) Sampson, M.B., Rasinski, T. V., & Sampson, M.. (2003). Total Literacy: Reading, Writing and Learning (3rd edition). Belmont, CA: Wadsworth Publishing Co. Rasinski, T. V. (2003). The Fluent Reader: Oral Reading Strategies for Building Word Recognition, Fluency, and Vocabulary. New York: Scholastic. Rasinski, T.V., & Padak, N. (2001). From Phonics to Fluency. New York: Allyn, Bacon, Longman. Rasinski, T.V. (2001). Making and Writing Words. Greensboro, NC: Carson Dellosa. Rasinski, T.V., & Zimmerman, B. (2001). Phonics Poetry: Teaching Word Families. New York: Allyn & Bacon. Rasinski, T.V., & Padak, N. (2000). Effective strategies for teaching struggling readers (second edition). Merrill/Prentice Hall. Opitz, M., & Rasinski, T.V. (1999). Goodbye round robin. Portsmouth, NH: Heinemann. Rasinski, T.V., & Padak, N. (1997). Holistic approaches to corrective reading instruction. Columbus: Merrill/Prentice Hall. Rasinski, T., & Padak, N. (1995). A Handbook of Effective Instruction in Literacy. Kent, OH: Kent State University and the Ohio Department of Education, Division of Federal Assistance. Rasinski, T.V., & Gillespie, C. (1993). Sensitive Issues in Children's Literature: An annotated guide to children's literature K 6. Phoenix: Oryx. Chapter 7 reprinted in curriculum material developed by the North Central Regional Educational Laboratory. Vacca, R.V., & Rasinski, T.V. (1991). Case studies in Whole Language. Fort Worth: Harcourt Brace Jovanovich. Books Edited Rasinski, T.,, Pytash, K., & Ferdig, R. (eds.) (2014). Using Technology to Enhance Reading Instruction: Innovative Approaches to Literacy. Bloomington, IN: Solution

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Tree. Ferdig, R., Rasinski, T., & Pytash, K. (eds.) (2014). Using Technology to Enhance Writing Instruction: Innovative Approaches to Literacy. Bloomington, IN: Solution Tree. Rasinski, T., & Padak, N. (2013). From Fluency to Comprehension: Powerful Instruction through Authentic Reading. New York: NY: Guilford. Pytash, K., Ferdig, R., & Rasinski, T. (eds.). (2013). Preparing Teachers to Teach Writing Using Technology. Pittsburgh, PA: ETC Press. Rasinski, T., Blachowicz, C., & Lems, K. (2012). Fluency Instruction: Research-Based Best Practices (2nd ed.). New York: Guilford. Rasinski, T. V. (2011). Rebuilding the foundation: Effective reading instruction for the 21st century. Bloomington, IN: Solution Tree. Rasinski, T. (2009). Essential Readings On Fluency. Newark, DE: International Reading Association. Rasinski, T., Blachowicz, C., & Lems, K. (2006). Fluency Instruction: Research-Based Best Practices. New York: Guilford. Rasinski, T.V., & Padak, N. (2002). Distinguished voices and critical issues in reading education. Newark, DE: International Reading Association. Rasinski, T.V., Padak, N., & others. (2000). Teaching Comprehension and Exploring Multiple Literacies. Newark, DE: International Reading Association. Rasinski, T.V., Padak, N., & others. (2000). Developing Reading-Writing Connections. Newark, DE: International Reading Association. Rasinski, T.V., Padak, N. & others. (2000). Teaching Word Recognition, Spelling and Vocabulary. Newark, DE: International Reading Association. Rasinski, T.V., Padak, N. & others. (2000). Motivating Recreational Reading and Promoting Home-School Connections. Newark, DE: International Reading Association. Rasinski, T.V. (Ed.) (1995). Parents, teachers and literacy. Fort Worth: Harcourt Brace Jovanovich. Rasinski, T.V., & Padak, N. (Eds.) (1993). Inquiries in Literacy Learning and Instruction. Pittsburg, KS: College Reading Association. Padak, N., Rasinski, T.V., & Logan, J. (Eds.) (1992). Literacy Research and Practice: Foundations for the Year 2000. Pittsburg, KS: College Reading Association. Rasinski, T.V., Padak, N., & Logan, J. (Eds.) (1991). Reading is Knowledge. Pittsburg, KS: College Reading Association. Padak, N., Rasinski, T.V., & Logan, J. (Eds.) (1990). Challenges in Reading. Provo,

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UT: College Reading Association. Chapters Young, C., & Rasinski, T. (in press). Why fluency matters. In K. Soll (ed.), Comprehensive Literacy Basics: An Anthology. Minneapolis, MN: Capstone. Rasinski, T., Paige, D., & Nageldinger, J. (2015). Reading fluency: Neglected, misunderstood, but still critical for proficient reading. In E. Hiebert & P. D. Pearson (eds.), Grounding Common Core Teaching in Proven Practices, (pp. 143-160). New York, NY: Teachers College Press. Rasinski, T. (2014). Fluent reading: The power of rhythm and music. In L. Bridges (ed.), Open a World of Possible: Real Stories About the Joy and Power of Reading (pp. 130-131). New York: Scholastic. Kuhn, M., & Rasinski, T. (2014). Best practices in fluency. In L. Morrow & L. Gambrell (eds.), Best Practices in Literacy Instruction (4th ed.). New York: Guilford. Rasinski, T., Paige, D., & Nageldinger, J. (2014). Reading fluency: Neglected, misunderstood, but still critical for proficient reading. In E. Hiebert & P. D. Pearson (eds.), Grounding Common Core Teaching in Proven Practices. New York, NY: Teachers College Press. Samuels, S., Rasinski, T., & Hiebert, E. (2014). Eye movements and reading: What teachers need to know. E. Hiebert (ed.), Stamina, Silent Reading, and the Common Core State Standards: Preparing for the New Assessments. (reprinted from A. Farstrup & S. J. Samuels (eds.), What research has to say about reading instruction (4th ed.). Newark, DE: International Reading Association. Hiebert, E. , Samuels, S., & Rasinski, T. (2014). Comprehension-based silent reading rates: What do we know? What do we need to know. In E. Hiebert (ed.), Stamina, Silent Reading, and the Common Core State Standards: Preparing for the New Assessments. (reprinted from Literacy Research and Instruction, 51, 100-124.) Rasinski, T. (2014). Striking the right balance: Why silent reading and extended reading of challenging materials matter. In E. Hiebert (ed.), Stamina, Silent Reading, and the Common Core State Standards: Preparing for the New Assessments. Rasinski, T. (2014). Fluent reading: The power of rhythm and music. In L. Bridges (ed.), What Experts Say "How Reading Changed my Life. New York, NY: Scholastic. Rasinski, T., Kuhn, M., & Nageldinger, J. (2013) Reading standards: Foundational skills. In L. Morrow, K. Wixson, & T. Shanahan (eds.), Teaching with the Common Core Standards for English Language Arts (pp. 67-87). New York, NY: Guilford. Rasinski, T. (2013). Fluency. In E. Heeren, J. Perkins, R. Potts, & J Rodgers (eds.),

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Content Literacy Strategies for Improving Student Achievement. (pp. 7-23). Philadelphia, PA: Research for Better Schools. Rasinski, T. (2013). Preface. In E. Heeren, J. Perkins, R. Potts, & J Rodgers (eds.), Content Literacy Strategies for Improving Student Achievement. (pp. iii- v). Philadelphia, PA: Research for Better Schools. Rasinski, T. (2013). Foreword. In G. Fawcett, Vocabulary in Action: Lessons from Great Literacy Teachers. New York, NY: Bowman & Littlefield. Zimmerman, B., Rasinski, T., & Melewski, M. (2013). When kids can't read, what a focus on fluency can do: The Reading Clinic Experience at Kent State University. In E. Ortleib & E. Cheek (eds.), Advanced Literacy Practices: From the Clinic to the Classroom. Bingley, United Kingdom: Emerald Group Publishing Rasinski, T., Kuhn, M., & Nageldinger, J. (2013) Reading standards: Foundational skills. In L. Morrow, K. Wixson, & T. Shanahan (eds.), Teaching with the Common Core Standards for English Language Arts (pp. 67-87). New York, NY: Guilford. Padak, N., & Rasinski, T. (2012). Literacy instruction: Toward a comprehensive, scientific, and artistic literacy curriculum. In R. Flippo (ed.), Reading Researchers in Search of Common Ground (2nd ed.), pp. 212-226. New York: Routledge. Rasinski, T. (2012). Communications and collaboration with parents, families, and communities. In R. Flippo (ed.), Reading Researchers in Search of Common Ground (2nd ed.), pp. 204-211. New York: Routledge. Samuels, S., Rasinski, T., & Hiebert, E. 2011. Eye movements and reading: What teachers need to know. In S. J. Samuels, & A. E. Farstrup (eds.), What Research has to say about Reading Instruction (4th ed.), pp. 25-50. Newark, DE: International Reading Association. Rasinski, T., Samuels, S., Hiebert, E., Petscher, Y., & Feller, K. (2011). The relationship between a silent reading fluency instructional protocol on students' reading comprehension and achievement in an urban school setting. In E. Hiebert (ed.), Stamina, Silent Reading, and the Common Core State Standards: Preparing for the New Assessments. (reprinted from Reading Psychology, 34, 76-93). Rasinski, T., & Young, C. (2011). Mentoring authors' voices through readers' theater. In J. Richards & C. Lassonde (eds.), Writing Strategies for All Primary Students, pp. 257-266.. San Francisco: Jossey-Bass. Taylor, S., & Rasinski, T. (2011). Moving toward fluency in silent reading. In S. Taylor (ed.), Exploring Silent Reading Fluency: It's Nature and Development, pp. 63-78. Springfield, IL: Charles C. Thomas. Rasinski, T., & Samuels, S. J. (2011). Reading fluency: What it is and what it is not. In S. J. Samuels, & A. E. Farstrup (eds.), What Research has to say about Reading Instruction (4th ed.), pp. 94-114. Newark, DE: International Reading Association.

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Zimmerman, B., Rasinski, T., & Foreman, T. (2011). Reading fluency and multicultural literature. In L. Smolen, & R. Oswald (eds.), Multicultural Literature and Response: Affirming Diverse Voices (pp. 371-402. Santa Barbara, CA: Libraries Unlimited. Rasinski, T. V. (2011). Introduction. In T. V. Rasinski, (Ed.) (2011). Rebuilding the foundation: Effective reading instruction for the 21st century (pp. 1-7). Bloomington, IN: Solution Tree. Rasinski, T. V. (2011). Teaching reading fluency. In T. V. Rasinski, (Ed.) (2011). Rebuilding the foundation: Effective reading instruction for the 21st century (pp. 181- 198). Bloomington, IN: Solution Tree. Kuhn, M., & Rasinski, T. (2011). Best practices in fluency instruction. In L. Morrow, & L. Gambrell (Eds.), Best Practices in Literacy Education (4th ed.), pp276-294. New York: Guilford. Rasinski, T. V., Reutzel, C. R., Chard, D. & Linan-Thompson, S. (2011). Reading Fluency. In M. L. Kamil, P. D. Pearson, P. Afflerbach, & E. B. Moje (Eds), Handbook of Reading Research, Volume IV pp. 286-319. New York: Routledge. Rasinski, T., Rupley, W., & Nichols, W. (2010). Two essential ingredients: Phonics and fluency. In R. Bean, N. Heisey, & C. Roller (eds.), Preparing Reading Professionals, pp102-105. Newark, DE: International Reading Association. Samuels, S. J., Hiebert, E., & Rasinski, T. (2010). Eye movements make reading possible. In E. H. Hiebert, & D. R. Reutzel (eds.), Revisiting Silent Reading, pp. 24-44. Newark, DE: International Reading Association. Mraz, M. & Rasinski, T. (2010). Summer reading loss. In R. Allington (ed.). Essential Readings on Struggling Readers. Newark, DE: International Reading Association. Padak, N., & Rasinski, T. (2010). Is being wild about Harry enough? Encouraging independent reading at home. In D. Strickland (ed.). Essential Readings on Early Literacy. Newark, DE: International Reading Association. Rasinski, T. (2011). The art and science of teaching reading fluency. In D. Lapp, N. Frey, & D. Fisher (eds.), Handbook of Research on Teaching the English Language Arts (3rd edition), pp.238-246. New York: Routledge. Kuhn, M. & Rasinski, T. (2009). Helping diverse learners to become fluent readers. In L. Morrow, R. Reuda, & D. Lapp (Eds.) Handbook of Research on Literacy and Diversity. New York: Guilford. Rasinski, T. (2009). The lost art of teaching reading. In F. Ralk-Ross, S. Szabo, M. B. Sampson, & M. Foote (Eds.), Literacy Issues During Changing Times: Yearbook of the College Reading Association. Arlington, TX: College Reading Association.. Fawcett, G. & Rasinski, T. (2009). Teaching fluency to struggling adolescent readers. In S. Lenski (Ed.), Effective Literacy Instruction for Adolescents Students who Struggle in Reading. Newark, DE: International Reading Association.

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Rasinski, T. V. & Fawcett, G. (2009). Fluency for adolescent students: The research we have, the research we need. In M. Conley (Ed.), Research in Adolescent Literacy. New York: Guilford. Rasinski, T. V., & Fawcett, G. (2008). Fluency for adolescent readers: The research we have, the research we need. In M. W. Conley, J. R. Friedhoff, M. B. Sherry, & S. F. Forbes (eds.), Meeting the Challenge of Adolescent Literacy, (pp. 1-10). New York: Guilford. Fawcett, G., & Rasinski, T. (2008). Fluency strategies for struggling adolescent readers. In S. Lenski & J. Lewis (eds.), Reading Success for Struggling Adolescent Readers, (pp. 155-169). New York: Guilford. Padak, N., Newton, E., Rasinski, T. V., & Newton, E. (2008). Getting to the root of word study: Teaching Latin and Greek word roots in elementary and middle grades. In A. Farstrup & S. J. Samuels (eds.) What Research has to say about Vocabulary Instruction (pp. 6-31). Newark, DE: International Reading Association. Rasinski, T. V., & Mraz, M. (2008). Fluency: Traversing a rocky road of research and practice. In M. J. Fresch (ed.), As Essential History of Current Reading Practices (pp.106-119). Newark, DE: International Reading Association. Rasinski, T. V. (2007). Teaching reading fluency artfully: A professional and personal journey. In R. Fink and S. J. Samuels (eds.), Inspiring Reading Success: Interest and Motivation in an Age of High-Stakes Testing (pp. 117-140). Newark, DE: International Reading Association. Kuhn, M., & Rasinski, T. (2007). Best practices in fluency instruction. In L. Gambrell, L. Morrow, & M. Pressley (Eds.), Best Practices in Literacy Education (pp. 204-219). New York: Guilford. Rasinski, T. V. & Hoffman, J. V. ( 2006). Seeking understanding about reading fluency: The contributions of Steven A. Stahl. In K. Stahl & M. McKenna (Eds.), Reading Research at Work: Foundations of Effective Practice (pp. 169-176). New York: Guildford. Padak, N., & Rasinski, T. V. (2006). “Always stick with your buddy” : Collaboration and writing for publication. In L. Gambrell and S. Wepner (Eds.), Beating the Odds: Getting Published in the Field of Literacy (pp. 42-51). Newark, DE: International Reading Association. Rasinski, T. V. (2006). Developing vocabulary through word building. In C. Collins Block & J. Mangieri (Eds.), The Vocabulary Enriched Classroom, (pp. 36-53). New York: Scholastic. Rasinski, T. (2006). A brief history of reading fluency. In S. J. Samuels, & A. Farstrup (Eds.), What Research Has to Say About Fluency Instruction (pp. 4-23). Newark, DE: International Reading Association. Stevenson, B., Rasinski, T., & Padak, N. (2006). Teaching fluency and decoding through Fast Start: An early childhood parental involvement program. In T. Rasinski,

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C. Blachowicz, & K. Lems (Eds), Fluency Instruction (pp. 253- 264). New York: Guilford. Rasinski, T. (2006). Fluency: An oft-neglected goal of the reading program. In C. Cummins (Ed.), Understanding and Implementing Reading First Initiatives (pp. 60-71). Newark, DE: International Reading Association. Padak, N., & Rasinski, T. (2002). The Reading Teacher. In B. Guzzeti (Ed.), Literacy in America: An Encyclopedia of History, Theory and Practice (pp. 533-534). Denver: ABC-CLIO. Rasinski, T. (2002). Dialogue journals. In B. Guzzeti (Ed.), Literacy in America: An Encyclopedia of History, Theory and Practice (pp. 132-133). Denver: ABC-CLIO. Rasinski, T. (2002). Fluency. In B. Guzzeti (Ed.), Literacy in America: An Encyclopedia of History, Theory and Practice (pp. 191-193). Denver: ABC-CLIO. Rasinski, T. V. (2001). Assessment validity. In S. Johnston (Ed.), Fluency Assessment Handbook. Educational Service Unit 3: Omaha, Nebraska. Rasinski, T.V. (2001). A focus on communication with parents and families. In R. Flippo (Ed.), Reading Researchers in Search of Common Ground (pp. 159-166). Newark, DE: International Reading Association. Rasinski, T. V. & Fawcett, G. (2000). Encouraging family involvement in the intermediate and middle grades. In K. Wood & T. Dickinson (Eds.), Promoting Literacy in Grades 4-9: A handbook for teachers and administrators (pp. 63-76). Needham Heights, MA: Allyn & Bacon. Padak, N., & Rasinski, T.V. (1999). The Language Experience Approach: A framework for learning. In O. Nelson & W. Linek (Eds.) Practical classroom applications of language experience (pp.1-11). New York: Allyn and Bacon. Rasinski, T.V., & Padak, N. (1996). Five lessons to increase reading fluency. In L.R. Putnam (Ed.), How to become a better reading teacher: Strategies for assessment and intervention. New York: Prentice Hall.

Journal Articles McLaughlin, M., & Rasinski, T. (2015). Reading struggling readers. Literacy Today, 32(6), 36-37. Ozkus, L., Ellery, V., & Rasinski, T. (2015). Starting the year literacy strong. Literacy Today, 33(2), 32-33. Rasinski, T., Kasten, W., Zimmerman, B., & Yildirim, K. (2015). Introduction. Guest editors, New England Reading Association Journal special issue on Poetry for Teaching Reading. Rasinski, T. (2015). The research that we need. Journal of Teacher Action Research, 1, 3-4.

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Rasinski, T., Zimmerman, B., & Bagert, B. . (2015). Poetry as the core reading text for younger and struggling readers. New England Reading Association Journal, 51(1), 1-6. Rasinski, T., Kasten, W., Zimmerman, B., & Yildirim, K. (2015). Poetry and struggling readers. New England Reading Association Journal, 51(1), ii-111. Rasinski, T., Rupley, W., & Paige, D. (2015). Beyond the "New Norm": The benefits of reading more than informational texts. Literacy Today, 33(3), 28-29.

Rasinski, T. (2014). Fluency matters. International Electronic Journal of Elementary Education, 7, 3-12. Rasinski, T. (2014). Delivering supportive fluency instruction - -Especially for students who struggle. Reading Today, 31(5), 26-28. Rasinski, T. (2014). The research that we need. Journal of Teacher Action Research, 1(1). Rasinski, T. (2014). Tapping the power of poetry. Educational Leadership, 72, 30-34. Rasinski, T. (2014). Delivering supportive fluency instruction - -especially for students who struggle. Reading Today, 31(6), 26-28. Rasinski, T. (2014). Poetry for building reading skills (K-5): Bring the joy of poetry back into the classroom and improve students' reading at the same time. Instructor. Rasinski, T., & Zimmerman, B. (2013). Improving reading is easier than you think. PSI Paradigm, 4(2), 1-3. Rasinski, T. (2013). Teaching words authentically and effectively in the middle and secondary grades. AdLit in Perspective, September, 2-5. Rasinski, T. (2013). How can we make vocabulary instruction authentic and fun? Policy into Practice, (9)1. (online journal).

Rasinski, T., & Zimmerman, B. (2013). A poem a day can keep fluency problems at bay. Policy into Practice, 1 (4). Accessible at ohiorc.org/Literacy-K5 Rasinski, T., & Zimmerman, B. (2013). What's the perfect text for struggling readers? Try Poetry! Reading Today, 30, 15-16. Rasinski, T., Padak, N., Newton, E., & Newton, R. (2010). Going deeper in word study. Using Latin and Greek word roots for word study. Orthography and Reading.

Rasinski, T. V. & Lenhart, L. (2007-2008). Explorations of fluent readers. Reading Today, 25, 18. Padak, N., Rasinski, T., & Mraz, M. (2003). Scientifically-Based reading research: A primer for adult and family literacy educators. In Research to Practice: Ohio Literacy

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Resource Center. Rasinski, T. V., & Padak, N. (2002). Comprehension is learning. Ohio Journal of the English Language Arts, 42, 108-109. Rasinski, T. V., & Kist, W. (2002). New millennium, new schools, new literacies. Ohio Journal of the English Language Arts, 43, 80-82. Rasinski, T. (2001). Walking the walk: Ourselves as literate persons. Ohio Journal of the English Language Arts (OJELA). Padak, N., & Rasinski, T. (In press). Twenty tantalizing tips for tutors. CRF Network. Rasinski, T. (2000). Do you want to increase your students’ reading achievement? Maximize reading. Pennsylvania Writing and Literature Newsletter, 20, 5. Rasinski, T. (2000). Time to walk the walk: Maximize reading. Ohio Journal of the English Language Arts (OJELA), 41, 63-64. Rasinski, T. (2000). What about the role of spelling lists and explicit instruction in learning to spell? Language Arts, 78, 87-88. Padak, N., & Rasinski, T. (2000). Family Literacy : Who Benefits ? (2E). Kent, OH: Ohio Literacy Resource Center. Rasinski, T. (2000). Balancing word family instruction. The Reading Teacher, 54, 126. Padak, N., & Rasinski, T., et al (1999). Last word. The Reading Teacher, 52. Rasinski, T., Padak, N., et al (1999). Outside a dog... The Reading Teacher, 52. Padak, N., & Rasinski, T. (in press). Family literacy: What is it? Ohio Title I Newsletter. Rasinski, T. (1998). Family literacy programs: Who benefits? Ohio Title I Newsletter. Rasinski, T. (1998). Birthday books. In M. Doyle (ed.), Read, Write, Now. Washington, DC: U.S. Department of Education. Rasinski, T. (1998). From the President. Reading News. Pryor, B., Rasinski, T., Padak, N., et al. (1998). Secrets of success: The Reading Teacher writer survey. The Reading Teacher, 51, 278-279. Rasinski, T., Padak, N., et al. (1998). Reading wars... Nothing new. The Reading Teacher, 51, 630-631. Black, E., Breneman, B., & Rasinski, T. (1998). Going for the ice cream and the cake: Literacy and social responsibility as student learning outcomes. In Literacy and Social Responsibility Special Interest Group Proceedings (pp. 1-4). Orlando, FL: LSRSIG. Rasinski, T. (1998). A response to miscues and repeated readings. Language Arts, 76, 87-88.

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Rasinski, T. (1997, February 7). Overpaid teachers? Facts don't support it. Akron Beacon Journal (p. A8). Padak, N., & Rasinski, T. (1997). Family literacy programs: Who Benefits? (2nd ed.). Kent, OH: Ohio Literacy Resource Center. Rasinski, T., & Padak, N. (1997). What to do when you don=t agree with what you read in RT. The Reading Teacher, 51, 182-183. Fawcett, G., Padak, N., Rasinski, T., & other members of the RT editorial team (1996). What's your hobby? The Reading Teacher, 49, 358. Rasinski, T.V., & Linek, W. (1996). Reading doesn't matter? Responding to Carver and Liebert. Reading Research Quarterly, 30, 602. Rasinski, T., & Padak, N. (1996). Text considerations in literacy teaching and learning. Ohio Literacy Resource Center: Research into Practice. Padak, N., Rasinski, T., & other members of the RT editorial team (1996). "Writing is a painful love:" Advice from RT authors. The Reading Teacher, 49, 430. Rasinski, T.V., & Fawcett, G. (1996). The many faces of parental involvement. Reading Today, 13(6), 21. Padak, N., & Rasinski, T. (1996). Language experience in ERIC. Language Experience Forum, 26(2), 2-3. Rasinski, T., & Padak, N. (1996). An examination of language experience in reading methods textbooks. Language Experience Forum, 26(2), 6-8. Padak, N., Rasinski, T., and other members of the RT editorial team (1996). Happy Birthday, RT! The Reading Teacher, 50(1), 8.

Journal Articles, Refereed

Young, C., Rasinski, T., & Mohr, K. (in press). Read two impress: An intervention for disfluent readers. The Reading Teacher. Keil, M., Rupley, W., Nichols, J., Nichols, W., Paige, W., & Rasinski, T. (in press). Teachers’ perceptions of engagement and effectiveness of school community partnerships: NASA’s online STEM professional development. Journal of Studies in Education. Phillips, D., Nichols, W., Rupley, W., Paige, D., & Rasinski, T. (2016). Efficacy of professional development: Extended use of focused coaching on guided reading instruction for teachers of grades one, two, and three. International Research in Higher Education, 1(2), 12-24. Nichols, W., Rupley, W., Rasinski, T., & Paige, D. (in press). Efficacy of professional development: Extended use of focused coaching on guided reading

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instruction for teachers of grades one, two, and three. Literacy Research and Instruction. Rasinski, T. V. (in press). Struggling readers: What we need to do. The Reading Teacher. Rasinski, T., et. al. (in press). Reading fluency and college readiness. Journal of Adolescent and Adult Literacy. Rasinski, T. V. (2016). Is What’s Hot in reading what should be important for reading instruction? Literacy Research and Instruction, 55, 134-137. Rasinski, T., Rupley, W., Paige, D., & Nichols, W. (2016). Alternative text types to Improve reading fluency for competent to struggling readers. International Journal of Instruction, 9(1), e-ISSN: 1308-1470 ● www.e-iji.net Rasinski, T., & Young, C. (2015). Fluency matters. Connecticut Reading Association Journal, 3, 21-26. Miner, K., Follette, P., Rasinski, T., & Yildirim, K. (2015). Scriptwriting: Exploring the use of mentor texts to extend the readers theater experience. Journal of Teacher Action Research, 1, 16-30. Rowen, D., Biggs, D., Watkins, N., & Rasinski, T. (2015). Choral reading theater: Bridging accuracy, automaticity, and prosody in reading fluency across an academic unit of study. Journal of Teacher Action Research, 1, 53-69. Paige, D., Magpuri-Lavell, T., Rasinski, T., & Rupley, W. (2015) Fluency Differences by Text Genre in Proficient and Struggling Secondary Students. Advances in Literary Study, 3, 102-117. doi: 10.4236/als.2015.34016. Young, C., Mohr, K., & Rasinski, T. (2015). Reading Together: A successful reading fluency intervention. Literacy Research and Instruction, 54(1), 67-81. Yildirim, K., & Rasinski, T. (2014). Reading fluency beyond English: Investigations into reading fluency in Turkish elementary students. International Electronic Journal of Elementary Education, 7, 97-106. Kuhn, M., Rasinski, T., & Zimmerman, B. (2014). Integrated Fluency Instruction: Three Approaches for Working with Struggling Readers. International Electronic Journal of Elementary Education, 7, 71-81. Paige, D. D., Rasinski, T. V., Magpuri-Lavell, T., & Smith, G. S. (2014). Interpreting the Relationships among Prosody, Automaticity, Accuracy, and Silent Reading Comprehension in Secondary Students. Journal of Literacy Research, 46, 123-156. http://dx.doi.org/10.1177/1086296x14535170 Yildiz, M., Yildirim, K., Ates, S., Rasinski, T., Fitzgerald, S., & Zimmerman, B. (2014). The relationship between reading fluency and reading comprehension in fifth-grade Turkish students. International Journal of School and Educational Psychology, 2 (1), 35-44.

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Yildirim, K., Ritz, E., Akyol, H., Rasinski, T. (2014). Assisting a struggling Turkish student with a repeated reading fluency intervention. Reading Matrix: An International Online Journal. Crosby, S., Rasinski, T., Padak, N., & Yildirim, K. (2014). A three-year study of a school-based parental involvement program in early literacy. The Journal of Educational Research, 108, 165-172. Yildirim, K., Ates, H., Rasinski, T., Fitzgerald, S., & Zimmerman, B. (2014). The relationship between reading fluency and comprehension in fifth-grade Turkish students. International Journal of School and Educational Psychology. Young, C., & Rasinski, T. (2013). Student-produced movies as a medium for literacy development. The Reading Teacher, 66(8), 670-675. doi: 10.1002/trtr.1175 Yildirim, K., Rasinski, T., Ates, S., Fitzgerald, S., Zimmerman, B., & Yildiz, M. (2013). The relationship between reading fluency and vocabulary in fifth grade Turkish students. Literacy Research and Instruction, 53(1), 72-89. DOI: 10.1080/1938071.2013.812166. Young, C. & Rasinski, T.V. (2013). Student-Produced Movies as a Medium for Literacy Development. The Reading Teacher, 66(8), 670–675. Iwasaki, B., Rasinski, T., Yildirim, K., & Zimmerman, B. (2013). Let's bring back the magic of song for teaching reading. The Reading Teacher, 67(2), 137-141. Paige, D.D., Rasinski, T.V. & Magpuri-Lavell, T. (2012). Is Fluent, Expressive Reading Important for High School Readers? Journal of Adolescent & Adult Literacy, 56(1), 67–76. Rasinski, T., Yildrim, K., Nageldinger, J. (2012). Building fluency through the Phrased Text Lesson. The Reading Teacher, 65, 252-255. Morgan, D., & Rasinski, T. (2012). The power and potential of primary sources. The Reading Teacher, 65, 584-5894. Rasinski, T. (2012). Why reading fluency should be hot. The Reading Teacher, 65, 516-522. Hiebert, E., Samuels, S., & Rasinski, T. (2012). Comprehension-based silent reading rates: What do we know? What do we need to know? Literacy Research and Instruction, 51, 110-124. Padak, N., Bromley, K., Rasinski, T., & Newton, E. (in press). Vocabulary: At the core of reading and learning. Educational Leadership Online. Rasinski, T., Nichols, W., & Rupley, W. (in press). Using alternative text types to improve fluency for struggling readers. Reading Horizons. Solomon, D., & Rasinski, T. (2011). Improving intermediate grade students’ reading fluency, comprehension, and motivation through the readers’ theater club. Reading in the Middle, Spring, 7-16.

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Rasinski, T. V., Padak, N., Newton, J. & Newton, E. (2011), The Latin–Greek Connection. The Reading Teacher, 65, 133–141 Young, C. & Rasinski, T. (2011). Enhancing author's voice through scripting. The Reading Teacher, 65, 24-28. Rasinski, T., & Zimmerman, B. (2011). Fluency: The misunderstood goal of the school reading curriculum. School Library Journal. Published May 3, 2011 at www.schoollibraryjournal.com/slj/articlereview/890260.../story.csp . Rasinski, T., Samuels, S.J., Hiebert, E., Petscher, Y., & Feller, K. (2011). The relationship between silent reading fluency instructional protocol on students’ reading comprehension and achievement in an urban school setting. Reading Psychology: An International Quarterly. 32, 75 — 97. Kindervater, T., Padak, N., & Rasinski, T. (2010). Family Literacy Models of Parent Involvement. The Reading Teacher, 63, 610-612. Nichols, W., Rupley, W., & Rasinski, T. (2009). Fluency in learning to read for meaning: Going beyond repeated readings. Literacy Research and Instruction, 48, 1-13. Rasinski, T., Homan, S., & Biggs, M. (2009). Teaching reading fluency to struggling readers: Method, materials, and evidence. Reading and Writing Quarterly, 25, 192-205. (75%) Rupley, W., Nichols, W., & Rasinski, T. (2009). Integrating phonics and fluency in a balanced reading program. Journal of Balanced Reading, 16, 1-10 . (30%) Imperato, F., Rasinski, T., & Padak, N. (2009). Family Literacy: Getting Parents and Children Off to a Strong Start in Reading. The Reading Teacher, 63, 342-344. Young, C., & Rasinski, T. (2009). Implementing readers theatre as an approach to classroom fluency instruction. The Reading Teacher, 63, 4-13. Rasinski, T., Rikli, A., Johnston, S. (2009). Reading fluency: More than automaticity? More than a concern for the primary grades? Literacy Research and Instruction, 48, 350-361. Rasinski, T., & Padak, N. (2008). Beyond stories. The Reading Teacher, 61, 582–584. Padak, N. & Rasinski, T. V. (2008). Is being wild about Harry enough? Encouraging independent reading at home. The Reading Teacher, 61, 350-353. Biggs, M. C., Homan, S. P., Dedrick, R, Minick, V., & Rasinski, T. V. (2008). Using an interactive singing software program: A comparative study of struggling middle school readers. Reading Psychology, 29, 195-213. Padak, N., & Rasinski, T. (2008). The games children play. The Reading Teacher, 62, 363-365.

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Rasinski, T., Rupley, W. H., & Nichols, W. D. (2008). Two essential ingredients: Phonics and fluency getting to know each other. The Reading Teacher, 62, 257-260. Mraz, M., & Rasinski, T.V. (2007). Summer Reading Loss. The Reading Teacher, 60, 784–789. Rasinski, T. V. (2007). Whatever happened to the art of teaching reading? Journal of Reading Education, 33, 5-8. Rasinski, T. V. (2006). Reading fluency instruction: Moving beyond accuracy, automaticity, and prosody. The Reading Teacher, 59, 704-706. Rasinski, T., & Stevenson, B. (2005). The Effects of Fast Start Reading, A Fluency Based Home Involvement Reading Program, On the Reading Achievement of Beginning Readers. Reading Psychology: An International Quarterly, 26, 109-125. Rasinski, T. (2005). The role of the teacher in effective fluency instruction. New England Reading Association Journal, 41, 9-12. Rasinski, T., Padak, N., McKeon, C., Krug,-Wilfong, L., Friedauer, J., & Heim, P. (2005) Is Reading Fluency a Key for Successful High School Reading? Journal of Adolescent and Adult Literacy, 49, 22-27. Rasinski, T. V., & Padak, N. D. (2005). Fluency beyond the primary grades: Helping adolescent readers. Voices from the Middle, 13, 34-41 Griffith, L. W., & Rasinski, T. V. (2004). A focus on fluency: How one teacher incorporated fluency with her reading curriculum. The Reading Teacher, 58, 126- 137. Rasinski, T., & Padak, N. (2004). Beyond consensus – beyond balance: Toward comprehensive literacy curriculum. Reading and Writing Quarterly, 20, 91-102. Rasinski, T. (2004). Creating fluent readers. Educational Leadership, 61, 46-51. Kilgour-Dowdy, J., & Rasinski, T. (2003). Teaching in a world of multiple Englishes. Ohio Journal of the English Language Arts, 43, 100-102. Rasinski, T. V., & Hoffman, J. V. (2003). Theory and research into practice: Oral reading in the school literacy curriculum. Reading Research Quarterly, 38, 510-522. Rasinski, T. & O’Connor, B. (2001). The instant phonograms: Phonograms worth teaching. In W. Linek, et al.(eds), Celebrating the Voices of Literacy. Yearbook of the College Reading Association (pp.92-97). Readyville, TN: College Reading Association. Breneman, B., Rasinski, T., & Black, E. (2000). Social Responsibility: An integral part of the literacy curriculum. The California Reader, 33, 15-18. Rasinski, T. (2000). Speed does matter in reading. The Reading Teacher, 54, 146-151. (Reprinted in Evidence-based Reading Instruction: Putting the National Reading Panel Report into Practice (Newark, DE: International Reading Association)

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Rasinski, T. (2000). Case studies of exemplary reading teachers: Learning about the teachers behind the methods in reading education courses. Journal of Reading Education. Rasinski, T.V. (1999). Making and writing words. Reading Online (An electronic journal of the International Reading Association). URL: http//www.readingonline.org/articles/words/rasinski.html. Dimitrov, D.M., & Rasinski, T.V. (submitted). An exploration of reading proficiency by gender, ethnicity, text genre, and response format. Journal of Applied Measurement. Rasinski, T. (1999). Exploring a method for estimating independent, instructional, and frustration reading rates. Reading Psychology: An International Quarterly. Rasinski, T. (1999). Presidential address: Outside of a dog, a book is man's best friend... In W. Linek, E. Sturtevant, et al., Yearbook of the College Reading Association. Rasinski, T. (1999). Diagnostic analysis of a precocious reader. Yearbook of the National Reading Association. Rasinski, T. (In press). Speed does matter in reading. The Reading Teacher. Rasinski, T. (1999). Making and writing words with letter patterns. Reading Online (an electronic journal of the International Reading Association). URL: http://www.readingonline.org/articles.html Rasinski, T. (1998). Family literacy programs: Who benefits? Ohio Title I Newsletter. Rasinski, T. (1998). Birthday books. In M. Doyle (ed.), Read, Write, Now. Washington, DC: U.S. Department of Education. Rasinski, T.V. (in press). Fast Start: A parental involvement program for primary grade students (pp. 301-312). In W. Linek & B. Sturtevant (Eds.), Generations of Literacy, 17th Yearbook of the College Reading Association, Harrisonburg, VA: College Reading Association. Fawcett, G., Rasinski, T., & Linek, W. (1998). Limited views of parents and curriculum: Results of a survey of parent involvement in school reading programs. Principal. Rasinski, T.V., Perfect, K., & Lenhart, L. (1998). Scholar research in a graduate course in literacy education. Journal of Reading Education. Won Outstanding Article Award from the Organization of Teacher Educators in Reading, 1999. Rasinski, T.V., & Padak, N.D. (1998). How elementary students referred for compensatory reading instruction perform on school-based measures of word recognition, fluency, and comprehension. Reading Psychology: An International Quarterly, 19, 185-216. Peck, J., Rasinski, T., Padak, N., & other members of the RT editorial team (1997).

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Inquire, Learn, Reflect. The Reading Teacher, 50, 622-623. Padak, N., Rasinski, T., & Fike, J. (1997). Storybook reading in Even Start families. In W. Linek & E. Sturtevant (Eds.) Exploring Literacy: Yearbook of the College Reading Association (pp. 109-118). Platteville, WI: College Reading Association. Fleener, C., Morrison, S., Linek, W., & Rasinski, T. (1997). Recreational reading choices: How do children select books? In W. Linek & E. Sturtevant (Eds.) Exploring Literacy: Yearbook of the College Reading Association (pp. 75-84). Platteville, WI: College Reading Association. Fawcett, G., Rasinski, T., & Linek, W. (1997). Family literacy: A new concept. Principal, 76. Morrison, S., Fleener, C., Linek, W., & Rasinski, T. (1997). Literacy implications: The role of the classroom teacher in equipping students with book selection strategies. In C. Kinzer, K. Hinchman, & D. Leu (Eds.), Inquiries in Literacy Theory and Practice: Forty-Sixth Yearbook of the National Reading Conference (pp. 397-404). Chicago: National Reading Conference. Rasinski, T. (1997). Assessing the neglected goal of the reading curriculum: Reading fluency. News and Notes: The Nebraska Association for Supervision and Curriculum Development. Summer, 3-6. Linek, W., Rasinski, T., & Harkins, D. (1997). Teacher perceptions of parent involvement in literacy education. Reading Horizons, 38, 90-107. Zimmerman, B., Foreman, T., & Rasinski, T. (1996). Reading workshop: An early intervention approach for at-risk students. In E. Sturtevant and W. Linek (Eds.), Growing Literacy: Yearbook of the College Reading Association (pp. 159-169). College Reading Association, Harrisonburg, VA. Rasinski, T.V., & Zutell, J.B. (1996). Is fluency yet a goal of the reading curriculum? In E. Sturtevant and W. Linek (Eds.), Growing Literacy: Yearbook of the College Reading Association (pp. 237-246). College Reading Association: Harrisonburg, VA. Padak, N., Rasinski, T.V., & Ackerman, C. (1996). Teachers helping teachers: Ohio's Even Start peer assistance team project. In E. Sturtevant and W. Linek (Eds.), Growing Literacy: Yearbook of the College Reading Association (pp. 269-283). College Reading Association: Harrisonburg, VA. Books Reviewed Rasinski, T. (2014). Review of New Traditional Games for Learning: A Case Book. Journal of Educational Research. Rasinski, T., & Nageldinger, J. (2013). A review of "The Aesthetics of Education: Theatre, Curiosity, and Politics in the Work of Jacques Ranciere and Paolo Freire." The Journal of Educational Research, 106(6), 486-487. Rasinski, T. V. (2001). Review of No Contest: The Case Against Competition. In Reading Psychology: An International Quarterly.

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Padak, N., & Rasinski, T. (2001). Review of "Bridges to Literacy: Children, families, and schools," by David K. Dickson (Ed.). In Journal of Reading Behavior. Rasinski, T., Fawcett, G., & Padak, N. (2001). Review of "No Quick Fix" by Richard Allington (Ed.). In Journal of Literacy Research. Other Publications Rasinski, T. (2013). A remedy for reading difficulties. Akron Beacon Journal, 175(255), A10. Rasinski, T. (2016). Teaching Reading Fluency (laminated reference guide). West Palm Beach, FL: Learning Sciences. Rasinski, T. V. (2012). Foreword. In L. Ozkus, Best Ever Literacy Survival Tips. Newark, DE: International Reading Association. Rasinski, T. (2013). Foreword. In V. Risko & D. Walker-Dalhouse. Be that Teacher! Breaking the Cycle for Struggling Readers. New York: Teacher College Press. Rasinski, T. (2010). Reading disabilities: Reading fluency. Learning and Reading Disabilities. Rasinski, T. Praise for What do the Experts Say? In R. Flippo, What do the Experts Say?: Helping Children Learn to Read (p. i). Porstmouth, NH: Heinemann Rasinski, T.V., & Padak, N. (1993-1999). The Reading Teacher. Editors. (Winner of 1995 APEX Award for excellence in editorial content) Fox, N., Rasinski, T.V., & Fredricks, A. Experts respond to issues in parents and reading. Colorado Communicator, 21, 4-8. Rasinski, T. In defense of teacher education. The Akron Beacon Journal, p.A8. Padak, N,. & Rasinski, T. (1999). Family Literacy Programs: Who Benefits? Bloomington, IN:ERIC Clearinghouse on Reading and Communication (ED 4007 586) Morris, C. (1998). Center helps kids learn to read. Daily Kent Stater. Information for article provided by Timothy Rasinski. Reprints: Rasinski, T., & Gillespie, C. 52 pages from our book Sensitive Issues: An Automated Guide to Children’s Literature. Reprinted by Hamiline University. Reprints: Rasinski, T., & Fredricks, A. Dimensions of Parent Involvement. Reprinted in Teaching and Reading (2E), by John Savage. Rasinski, T., & Padak, N. (1998). Text Considerations in Literacy Teaching and Learning. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education (ED378 544) Padak, N., & Rasinski, T.V. (1994-1996). Issue Introductions by Editors. Language

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Experience Forum.

Presentations

In 2015 I made multiple presentations at the annual meeting of the International Literacy Association. I also made presentations at the annual meeting of the National Council of Teachers of English and the Association of Literacy Educators and Researchers.

International Invited Rasinski, T. (2014, May). The joy of reading. Presentation made at the annual meeting of the International Reading Association, New Orleans, LA.(2014) Rasinski, T. (2014, May). Home and family literacy: Teachable moments that can last a lifetime. Presentation made at the annual meeting of the International Reading Association. New Orleans, LA.(2014) Rasinski, T. (2014, May). Let's get back to the art of teaching reading. Featured presentation made at the annual meeting of the International Reading Association, New Orleans, LA. Rasinski, T. (2014, May). Reading fluency: What we know; what we still need to know.. Invited research presentation made at the annual meeting of the International Reading Association, New Orleans, LA.(2014) Rasinski, T. (2014, May). Poetry Olio: Making poetry and integral part of the reading curriculum. Presentation made at the annual meeting of the International Reading Association, New Orleans, LA.(2014) Rasinski, T. (2013, April). Teaching academic vocabulary through morphological study. Paper presented at the annual meeting of the International Reading Association, San Antonio.(2013) Rasinski, T. (2013, April). From phonics to fluency to proficient reading. Paper presented at the annual meeting of the International Reading Association, San Antonio.(2013) Rasinski, T. (2013, April). Teaching fluency with authentic literature. Paper presented at the annual meeting of the International Reading Association, San Antonio.(2013) Rasinski, T. (2013, April). Poetry Olio: Why poetry can help children who struggle in learning to read. Paper presented at the annual meeting of the International Reading Association, San Antonio.(2013) Rasinski, T. (2012, April). Divide and conquer: Teaching academic vocabulary in the content areas. Paper presented at the annual meeting of the International Reading Association, Chicago.(2012)

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Rasinski, T. (2012, April). Fast Start: Using rhymes and poems to teach early literacy competencies. Paper presented at the annual meeting of the International Reading Association, Chicago.(2012) Rasinski, T. V. (2009, May). Whatever happened to the art of teaching reading? Presentation made at the annual meeting of the International Reading Association, Minneapolis, MN.(2009) Rasinski, T. V. (2009, May). Collaborative research in literacy: Making it happen. Presentation made at the annual meeting of the International Reading Association, Minneapolis, MN.(2009) Rasinski, T. V. (May, 2009). Word building as an approach to phonics and vocabulary instruction. Presentation given at the Orthography and Reading Special Interest Group. Presentation made at the annual meeting of the International Reading Association, Minneapolis, MN.(2009) Rasinski, T. V. (2009, May). Word Ladders. Presentation made at the annual meeting of the International Reading Association, Minneapolis, MN.(2009) Padak, N., & Rasinski, T. V. (2009, May) Fast Start for Early Readers. Presentation made at the annual meeting of the International Reading Association, Minneapolis, MN.(2009) International Refereed Rasinski, T. (2014, May). Veni, vidi, vici vocabulary.: Word roots instruction. Presentation made at the annual meeting of the International Reading Association, New Orleans, LA.(2014) Rasinski, T. (2014, May). From phonics to fluency to proficient reading. Presentation made at the annual meeting of the International Reading Association, New Orleans, LA.(2014) Rasinski, T. (2014, May). Addressing the common core standards all day i nearly childhood classrooms. Presentation made at the annual meeting of the International Reading Association. New Orleans, LA.(2014) Rasinski, T. (2014, May) Ending your school year literacy strong. Presentation made at the annual meeting of the International Reading Association. New Orleans, LA.(2014) Rasinski, T. (2014, May). What's new in language arts research? Looking inside the Handbook in Teaching the English Language Arts (Volume 3). Presentation made at the annual meeting of the International Reading Association, New Orleans, LA.(2014) Bintz, W., Nageldinger, J., & Rasinski, T. (2014, July). Continuing the tradition: Extending oral reading fluency to content area instruction. Presentation made at the annual meeting of the United Kingdom Literacy Association, Sussex, UK. (2014) Rasinski, T. (2013, April). The role of fluency in the common core. Viewing fluency as a developmental continuum for literacy achievement. Paper presented at the annual meeting of the International Reading Association, San Antonio.(2013) Rasinski, T. (2013, April). Using poetry and song parodies for word study, fluency, comprehension, and writing instruction. Paper presented at the annual meeting of the

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International Reading Association, San Antonio.(2013) Young, C., & Rasinski, T. (2013, April). From readers theater to motion pictures.. Paper presented at the annual meeting of the International Reading Association, San Antonio.(2013) Rasinski, T. (2013, November). Reading research that made a difference. Presentation made at the annual meeting of the Association of Literacy Educators and Researchers. Dallas, TX.(2013) Rasinski, T. (2012, April). Developing proficiency in voice through script writing. Paper presented at the annual meeting of the International Reading Association, Chicago.(2012) Rasinski, T. (2012, April). Using poetry to teach reading: Why, how and the evidence. Paper presented at the annual meeting of the International Reading Association, Chicago.(2012) Rasinski, T. (2012, April). From phonics to fluency: Effective methods for teaching critical literacy skills. Paper presented at the annual meeting of the International Reading Association, Chicago.(2012) Rasinski, T. (2012, April). Teaching vocabulary from word roots: An instructional routine for the elementary grades. Paper presented at the annual meeting of the International Reading Association, Chicago.(2012) Brassell, D., & Rasinski, T. (2012, April). Comprehension that works! Taking students beyond ordinary understanding to deep comprehension. Paper presented at the annual meeting of the International Reading Association, Chicago.(2012) Rasinski, T. (2012, April). The experts study revisited (discussant). Paper presented at the annual meeting of the International Reading Association, Chicago.(2012) Rasinski, T. (2012, April). The art and science of teaching reading fluency: From the Handbook of Research into the English Language Arts. Paper presented at the annual meeting of the International Reading Association, Chicago.(2012) Nageldinger, J. & Rasinski, T. (2012, October). Fluency as a performing art.. Paper presented at the annual meeting of the Association of Literacy Educators and Researchers, Grand Rapids, MI.(2012) Rasinski, T., Reutzel, D. R., & Gambrell, L. (2012, October). Future perspectives on literacy and literacy instruction. Paper presented at the annual meeting of the Association of Literacy Educators and Researchers, Grand Rapids, MI.(2012) Nageldinger, J., & Rasinski, T. (2012, November). Theater Saved My Life. Paper presented at the annual conference of the Association of Literacy Educators and Researchers. Grand Rapids, MI.(2012) Rasinski, T. (2012, November). Reading the Tea Leaves: Future Perspectives on Reading and Reading Education. Paper presented at the annual conference of the Association of Literacy Educators and Researchers. Grand Rapids, MI.(2012)

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Rasinski, T. (2011, November). A word roots approach to teaching academic vocabulary Paper presented at the annual meeting of the Association of Literacy Educators and Researchers, Richmond, VA.(2011) Fagal, J., Zimmerman, B., Rasinski, T. (2011, November). Teaching literacy through poetry. Paper presented at the annual meeting of the National Council of Teachers of English, Chicago.(2011) Rasinski, T. (2011, April). Vocabulary instruction using word roots. Paper presented at the annual meeting of the International Reading Association, Orlando.(2011) Rasinski, T. (2012, April). What's new in phonics and fluency instruction. Paper presented at the annual meeting of the International Reading Association, Orlando.(2011) Rasinski, T. (2010, May). Effective Teaching of Reading Fluency. Presentation made at the annual meeting of the International Reading Association. Chicago, IL. (2010) Padak, N., & Rasinski, T. (2009, May). Guidelines for parental involvement. Presentation made at the annual meeting of the International Reading Association, Minneapolis, MN.(2009) Rasinski, T. (2009, May). Making the case for independent reading in the primary grades. Presentation made at the annual meeting of the International Reading Association, Minneapolis, MN.(2009) Paige, D., & Rasinski, T. (2009, May). Struggling adolescent readers: Who are they and what are their reading challenges? Presentation made at the annual meeting of the International Reading Association, Minneapolis, MN.(2009) Rasinski, T. V. (2009, May). Authentic repeated readings. Presentation made at the annual meeting of the International Reading Association, Minneapolis, MN.(2009) Rasinski, T. V., & Brassell, D. (2009, May). Comprehension that works: Taking students beyond ordinary understanding to deep comprehension. Presentation made at the annual meeting of the International Reading Association, Minneapolis, MN.(2009) Rasinski, T. V. (2009, May). From phonics to fluency: Effective and engaging instruction for two critical areas of the reading curriculum. Presentation made at the annual meeting of the International Reading Association, Minneapolis, MN.(2009) Rasinski, T. (2008, May) The seeds of professional consensus (Session discussant). Presentation made at the annual meeting of the International Reading Association, Atlanta. (2008) Rasinski, T., Padak, N., et al. (2008, May). Writing for The Reading Teacher. Presentation made at the annual meeting of the International Reading Association, Atlanta. (2008) Padak, N., & Rasinski, T., et al. Reading Teacher Reviewers and Workshop. Presentation made at the annual meeting of the International Reading association, Orlando. Rasinski, T., Padak, N., et al. Writing for the Reading Teacher. Presentation made at the annual meeting of the International Reading Association, Orlando.

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Rasinski, T. (2013, April). Using poetry and song parodies for word study, fluency, comprehension, and writing instruction. Paper presented at the annual meeting of the International Reading Association, San Antonio. Rasinski, T., Padak, N., et al. Reading Teacher breakfast chat. Presentation made at the annual meeting of the International Reading Association, Atlanta. Rasinski, T., & Padak, N. Reading Teacher business meeting. Presentation made at the annual meeting of the International Reading Association, Atlanta. Rasinski, T., Padak, N., & Ludin, M. Fast Start: A conversation about literacy in families, homes, and schools: Learning to connect what we have learned. Presentation made at the annual meeting of the International reading Association, Atlanta. Padak, N., & Rasinski, T. Supporting the literacy development of children and adults: Learning form successful intergenerational literacy programs. Presentation made at the annual meeting of the International reading Association, Atlanta. Padak, N., & Rasinski, T., et al. Reading Teacher reviewers workshop. Presentation made at the annual meeting of the International Reading Association, Atlanta. Padak, N., & Rasinski, T. Reading Teacher business meeting. Presentation made at the annual meeting of the International Reading Association, Orlando. Rasinski, T. Research on Teacher Attitudes and Strategies for Promoting a Caring Reading Program. Presentation made at the annual conference of the International Reading Association, Orlando. National Refereed Rasinski, T. (2013, November). Motivating and Engaging Readers through Choice, Discussion, Writing, and Social Media. Presentation made at the annual meeting of the National Council of Teachers of English. Boston, MA.(2013) Rasinski, T. (2013, November). Motivating and engaging readers through choice, discussion, writing, and social media: Poetry and prosody -- A perfect pair. Presentation made at the annual meeting of the National Council of Teachers of English. Boston, MA. Kasten, W., Rasinski, T., Padak, N., Bruneau, B., et al. (1997). Student Perceptions of Learning to Read and Write: A Collaborative Study Between Schools and Universities. Paper presented at the annual meeting of the National Reading Conference, Scottsdale, Arizona. Rasinski, T.V., et al. (1996) Personal Critiques: Coaching Perspective Writers. Paper presented at the annual meeting of the College Reading Association, Myrtle Beach, CS. Rasinski, T.V. (1996). Outside of a Dog, a Book is Probably Man's Best Friend. Paper presented at the annual meeting of the College Reading Association, Myrtle Beach, SC. Rasinski, T.V. (1996). Listening to Erica Read: Perceptions and Analyses of a Reader from Multiple Perspectives. Paper presented at the annual meeting of the National Reading Conference, Austin, Texas.

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Service At the university, college, and department/school levels I have served on numerous committees and positions. These include:

• Provost Advisory Board – Tenure • Provost Advisory Board – Promotion • University Intercollegiate Athletics Committee • University Fellowship Committee • University Research Council • College Advisory Council • College Graduate Council • College Faculty Assembly Chair • Department Curriculum Committee • Faculty Advisory Council • Promotion and Tenure Committee – Department/School • Advisory and Program Committees for the KSU Reading Conference • Program Committee Chair, KSU Reading Conference • Multiple Search Committees

I have also served in numerous capacities for professional organizations. These include:

• President, College Reading Association • Board of Directors, International Reading Association • Board of Directors, National Reading Conference • Treasurer, International Reading Hall of Fame • Board of Directors Reading Hall of Fame • Studies and Research Committee, International Reading Association • Headquarters Committee, International Reading Association • Program Committee, Chair, College Reading Association • Program Committee, International Reading Association

• Editor, The Reading Teacher (6 years) • Editor, Journal of Literacy Research (6 years) • Editor, Yearbook of the College Reading Association (4 years) • Editor, Language Experience Forum (4 years) • Guest Editor, International Journal of Elementary Education • Guest Editor, New England Reading Association Journal

Editorial Review Board Member for the following professional journals

• The Reading Teacher • Journal of Adolescent and Adult Literacy • Reading Research Quarterly

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• Educational Psychology • Journal of Reading Behavior • Reading Psychology • Journal of Educational Research • Yearbook of the National Reading Conference • Reading and Writing Quarterly

Grants

Improving School Literacy Outcomes, 8/2015 - 7/2016, GAR Foundation, $77,000 Timothy Rasinski and David Paige, An evaluation of reading-while-listening to improve teacher practice and oral reading fluency in struggling readers, 9/2009 - 9/2010 . Not funded. Timothy Rasinski and Lynne Rowan, Teaching technology transfer for language and literacy in child care centers, 9/2009 - 8/2012, U.S. Department of Education. Not funded. KSU Conference on Leadership in School Reading Program, 8/1999 - 8/2000, Jennings Foundation, $13,000 KSU Conference on Leadership in School Reading Program, 8/1999 - 8/2000, GenCorp Foundation, $5,000 KSU Conference on Leadership in School Reading Program, 8/1999 - 8/2000, Summit Educational Initiative, $5,000 The Reading Teacher Editorship, 8/1998 - 8/1997, International Reading Association, $78,600 The Reading Teacher Editorship, 8/1998 - 8/1999, International Reading Association, $30,200 Even Start in Literacy Development, 8/1997, Ohio Department of Education, $50,000 Even Start Technical Assistance and Staff Development, 1/1997 - 7/1997, Ohio Department of Education, $50,000 Fast Start in Literacy Education, 8/1996, Ohio Board of Regents, Urban University Program, $7,397 Description:

Fast Start: A Parental Involvement Program for Primary Grade Students in an Urban School. Submitted to the Ohio Board of Regents, Urban University Program.

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Funded for $7,397. Even Start in Literacy Development, 8/1996, Oho Department of Education, $50,000 Description:

Even Start Technical Assistance and Staff Development: 1996 (with N. Padak). Submitted to the Ohio Department of Education. Funded for $50,000. Family Literacy, 8/1996, Ohio Department of Education, $118,574 Description:

New Family Literacy Grant (with N. Padak). Submitted to the Ohio Department of Education. Funded for $118,574. Fast Start: A parental involvement program for primary grade students in an urban school., 8/1996 - 1, Ohio Board of Regents, Urban University Program, $7,397 Even Start Technical Assistance and Staff Development, 8/1996 - 8/1996, Ohio Department of Education, $50,000 The Reading Teacher Editorship, 8/1996 - 8/1997, International Reading Association, $61,800 Making Parental Involvement Work for Kids. , 1/1996 - 1, Ohio Department of Education Description: Contributor to grant development. Submitted to the Ohio Department of Education by the Summit County Educational Service Center. Funded for $9,998 The Reading Teacher Editorship, 8/1995 - 8/1996, International Reading Association, $61,800

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